Unlike other school subjects, the ultimate goal(s) of learning English is not to acquire a set of knowledge about the language; the ultimate goal of learning a language is the ability to connect with people, to communicate with people, to develop desirable qualities to deal with people. Wikipedia defines soft skills as people skills, social skills, communication skills, character traits, attitudes, career attribute,[1] social intelligence and emotional intelligence quotients among others that enable people to navigate their environment, work well with others, perform well, and achieve their goals with complementing hard skills.[2] (https://en.wikipedia.org/wiki/Soft_skills, 2018) The definition suggests that communication is a major or predominant element of the description of soft skills as a whole. Communication is a skill to deal with people. When students learn math, science, history and other subjects, they do not aim at dealing with people; they aim at accumulating knowledge to solve problems in life or for the sake of developing knowledge and skills related to the subjects. Therefore, under taught by the teachers. When a certain topic has not been taught, it is very unlikely that students can do the test on that topic. This is very different from learning language. There are empirical evidences showing that in order to speak a language, children only need to live in a community that uses the language. No explicit teaching is required. In schools where English is used as the medium of instruction, children speak English fluently and some of them speak more fluently and accurately (especially in terms of pronunciation) than the teachers. The children are not taught knowledge about the language, yet they are capable of developing the desired skills of communication. How can this be explained?

Soft skills refer to all aspects of generic skills that include the cognitive elements associated with non-academic skills (Mejia et. all, 2011). Based on some research findings, there are seven soft skills which have been identified and chosen to be implemented in classroom. They are communicative skills, thinking and problem solving skills, teamwork dynamics, life-long learning and information management, entrepreneurship skills, ethics and professionalism, as well as leadership skills. These skills must be practiced and integrated in teaching-learning process. They cannot be simply taught from books or from long lectures. At school, students mostly develop their soft skills by observing their teachers. It is the reason why having soft skills is vital for teachers. If teachers can become soft-skill models for their students, it will encourage them to perform positively among the society they live. There are many ways to integrate soft skills in ELT classroom. One of the ways comes from religion perspective. This paper elaborates five models to integrate soft skills in ELT classroom based on religion perspective. They are model, habits, storytelling, make use of momentum, and reward and punishment. It is expected that teachers can apply them in their teaching and learning activities. Keywords: soft skills, religion perspective

Using A Shadowing Technique to Improve the English Pronunciation Ability of Fourth Semester Students at English Department Ahmad Dahlan University |23

Abstract

This Classroom action research study is aimed at improving the students’ pronunciation ability through shadowing technique and determining the improvement of students’ pronunciation ability after being taught by shadowing technique. The subjects of this study are fourth semester of speaking class at Ahmad Dahlan University. This research takes 23 students as a participant. The data of the research are qualitative and quantitative data gathered from two cycles of action research. The result of this study shows that using shadowing technique can improve students’ pronunciation ability, proven by students’ test score that is improved in the post-test. The students’ mistake in pronunciation is decreases proven by the average score form 75 in pre test to 98.3 on the post test. The discussions on the study describe the whole process of the action research followed by the evidences. Keywords: improving pronunciation ability, shadowing technique, classroom action research

This research article aimed to investigate teachers’ beliefs and practices regarding language assessment. The participants in this study were twenty Indonesian tertiary-level EFL teachers. This study explored the teachers stated beliefs on the design of achievement tests, and analyzed the teachers’ classroom practices which relate to the design of achievement tests. The research methods used were questionnaires and interviews. The findings revealed two main points. First, most of the teachers believed that an achievement test should be designed to meet several main criteria such as validity, authenticity, reliability, positive feedback on learning and teaching. Second, several challenges had impeded the teachers to apply what they believe in their classroom practices. The challenges relate to the teachers’ heavy workloads, lack of skills to gauge task difficulty, and lack of opportunities to provide positive feedback. The pedagogical implications of this study were to inform EFL teachers to become more aware of their classroom practices which occasionally contradict with their beliefs, and to provide insight to EFL practitioners into how LAL (Language Assessment Literacy) programs may be beneficial for them to improve their assessment knowledge and skills. Keywords: teachers’ beliefs, classroom practices, language assessment

Improving Students’ Speaking Skill Through Inside/Outside Circle (A Classroom Action Research for The Eleventh Grade Students of Vocational Secondary School Dhuafa Padang in Academic Year 2015/2016) |47

Abstract

The research method that is used in this research is Classroom Action Research. The subjects of the research were 15 students at eleventh grade in Vocational Secondary School Dhuafa Padang. The researcher conducted the Classroom Action Research in two cycles; each cycle consists of planning, action, observation and reflection. The result of the cycle 1, there is 46.67% of student who pass in oral test and 53.33 % of student who does not pass in oral test. Moreover, the result of the cycle 2, there is 80.00 % of students who pass in oral test and 20.00 % of students who do not pass in oral test. It is proven by the result of score in cycle 2 and also the increasing percentage of the oral test from cycle 1 to cycle 2 with score 75 as the standardized score (the minimum of passing criteria). The result of this research shows that there is an improvement of students ‘speaking skill using inside/outside circle strategy. Keywords: improving speaking skill, inside/outside circle strategy

The Use of Alphabet Brainstorm Game to Improve Students’ Vocabularies in Any Level of Education |55

Abstract

English is a language that has been used in many parts of the world as an international language. English has been taught at school since elementary school. Most of the students are having difficulties in learning English at school because the methods of the teacher’s teaching are tending to be boring, not interesting and repetitive. Vocabulary is one of big component that build a language. Without big amount of vocabulary, people are hard to communicate each other. In learning a language especially English, students have their own level or numbers of vocabulary. Some have large amount of vocabularies and some have small amount of vocabularies. Interest plays big role in the process of teaching and learning of a subject. If the students’ interest is low, then it is difficult to make the students understand the lesson easily. To make students’ interest higher we need different kind of activity. Different kind of activity should be fun and relaxing. Game is one kind of activity that the students prefer more than learning by being taught. It contains fun and competitive activity which doesn’t only make children but also adults like it the most. The game that is being used is alphabets brainstorm. This article is going to explain how to use alphabet brainstorm game as a way to make students’ to learn new vocabularies. It also can pull out the students’ vocabularies that have been mastered and hone the teacher’s way of explaining the definition of a word. Keywords: game, vocabulary, interest

The First Year University Students’ Perspectives on the Problems Encountered in Efl Listening Courses |61

Abstract

There are many factors that can cause listening difficulties. They are external and internal in terms of what contribute to them. According to Azmi et.al (2014), students may encounter difficulties in listening comprehension processes because of the many reasons, some of which are listener, task, affect and context. This research article is aimed at examining the listening problems encountered by a group of first year university students whose English proficiency level is elementary in terms of listener, task, affect and context. 40 EFL university students from two different regular classes were voluntarily selected for the research. Questionnaire containing 19 items was used as the data collecting. The results of the study revealed that some problematic issues in terms of listener, task, affect and context, in which the EFL university students find it difficult to comprehend the meanings of words which are not pronounced clearly, not able to quickly remember the words or phrases they have just heard. Keywords: listening, listening skill, listening problems, listening comprehension

Teacher Techniques to Handle Students Who Keep Using Their Own Language at Eleventh Grade Students of Ma Darul Istiqamah for Girls School Year 2017/2018 |73

Abstract

By improving the quality of teacher techniques in educational process, hopefully the English teaching can be improved. There are many techniques in teaching English. Some techniques are used by teacher in teaching and learning process. Techniques of teaching are really needed to be developed for students who keep using their own language in responding teacher. This research is aimed at finding out teacher techniques to handle students who keep using their own language at eleventh grade students of MA Darul Istiqamah for girls school year 2017/2018.This research uses descriptive qualitative method because the data was describing about teacher techniques to handle students who keep using their own language. Technique of collecting data is in the form of observation and interview. The process in analyzing the data is done by data reduction, data display and verification. The result of this research shows the teacher techniques to handle students who keep using their own language at eleventh grade students of MA Darul Istiqamah for girls in teaching. Based on the result, it can be concluded that there are several techniques that used by teacher. The techniques are the teacher creates English environment, the teacher keeps reminding them, the teacher tries a reward system, the teacher repeats the question, the teacher asks the students look up the dictionary, the teacher asks the student to say “how to say?”, and the teacher mentions and corrects students’ language by using English term. Some suggestions can be proposed as follows; for the teacher, she is recommended to apply other techniques to handle students who keep using their own language such as talking to them about the issues, encouraging them to use English appropriately, only responding to English use, starting the year with an explanation of why staying in the target language is so important, changing seating often, designing info gap activities, posting high-frequency phrases around the classroom, giving a quizzical look and saying if she or he doesn’t understand when the students speak or ask something to the teacher in English, using activities such as inside–outside circles, encouraging students to come up with silly stories, and recommending to facilitate the students to have more speaking by them or with other students. Keywords: ZZZ

Code mixing is the use of one language in another language, the mixing of two or more languages or language varieties in a speech. Code Mixing is not only used in direct speech but also in social networks like Facebook. The objective of this research is to find out the types of code mixing used in status of Facebook. This research used content analysis design by using descriptive qualitative approach. The data were obtained from status of Facebook users. The subject of this research is the eight Facebook users. In this research, the researcher used the thought of Miles & Huberman (1994:10-11) that break down the analysis of qualitative research into three proceses: (1) Data Reduction, (2) Data Display, and (3) Conclusion. The result of analysis shows that the researcher found the use of code mixing in the forms of words, phrases, hybrids, idioms or expression, and reduplication. The researcher found 123 code mixing that is found in status of Facebook. Words insertion was found 79 data, phrase insertion was found 22 data, idiom or expression was found 7 data, and hybrid insertion was found 14 data, the last, reduplication insertion was found 1 data. So, it showed that the use of code mixing in the form of the word was more widely used on the status on Facebook than other types of code mixing. Based on the result of this research, the some suggestions can be proposed as follows: For readers and for students to use code mixing on social media or in daily conversation anytime to practice and learn English in particular, using more code mixing of English especially in order to train themselves in English; For further researchers to do further research not only in status but also in comments to add research data and in order to dig up more other type mixing code. Keywords: code mixing, facebook

The Narrative of Imagination and its Relation to Santiago’s Action in The Old Man and the Sea |117

Abstract

The Old Man and the Sea is one of the most recognized work of Ernest Hemingway. The Epic story win the Pulitzer Prize in 1953. One of the most distinguished reason of the award is because the story tells about the life of everyday Cuban live, whilst most of the author at the time wrote about American life (“Today in Media History: 1953 Pulitzer winners included Ernest Hemingway | Poynter,” n.d.) Other obvious aspect that may come to the subject of analysis is the feminist aspect. Nevertheless, the narrative itself is also interesting; especially when the text involves the bounce between Santiago memories and dreams, and his daily real live as old fisherman. Hence, the research aims to uncover and elaborate the narrative that construct the realm of dreams and imagination of Santiago in relation to Santiago’s actual life as an old fisherman. The early phase of the analysis of gathering data is through close reading and library research. To collect the data, I use the guidance of Chatman’s narratology book of “Story and Discourse: Narrative Structure in Fiction and Film” to put the data in clustered division. I relate the data in accordance to my research question to finally conclude the analysis. The dreams and story session create separation to the narrative of current real life of Santiago and the dreams of the past glory. The narrative bind and frame the events in The Old Man and the Sea of real and imagination through a highly fluid yet vivid separated world. However, the force of the imagination permeates the real world and create strong determination to reconnect to the dream world. Keywords: The Old Man and the Sea, narratology, imagination, action

Building Students’ Character through Cooperative Learning and Games in English Language Teaching |125

Abstract

The matter of students’ character though teaching English becomes an interesting topic. English teachers are required to not only teach the linguistic structure of the language but also how to build the characters in the classroom interaction. They are expected to teach and discipline their students to be respectful of authority and responsible in completing their lesson (Lumpkin, 2008). The characters like honest, respect to other, teamwork, and responsibility, can be developed in cooperative learning and games. Moreover, creativity of English teachers in introducing and closing class can be used to build certain character to students. This paper aims to give an overview about integration of English material and character education dealing with cooperative learning and games based on previous studies and one-year author’s experience in teaching English. Keywords: students’ character, cooperative learning, games, English language teaching

The term “Character”is so familiar in educational settings. It is indicated by the policy and movement declared by Indonesian Government dealing with Penguatan Pendidikan Karakter (PPK) or the strengthening of Character Education in 2017. The character values play important roles in building students skills development in any subjects including English language teaching (ELT) classroom. This paper discusses about the importance of character values integration in ELT.It is no doubt that the importance of character education is not questionable anymore since the students are not only required to have hard skills but also soft skills. Personality and characters are also crucial to support the knowledge and expertise that students should possess for their future lives. This paper also proposes some ways in integrating character values in ELT both in implicit or explicit ways. In this case, the Character values can be delivered by several ways such as by explicitly stated in instructional documents for example Syllabus, lesson plan and materials. Another way to integrate the character values in ELT is implicitly transferred during teaching and learning process. Keywords: character values, ELT

Listening Comprehension Difficulties in the University Students’ Perspectives | 141

Abstract

This research article is intended to examine the listening problems faced by a group of second year university students whose English proficiency level is intermediate in terms of listening process and input. 50 EFL students from three different classes were voluntarily selected for the study. The data was gathered by means of a questionnaire. The results of the study showed some problematic issues in that the EFL students find it difficult to understand the listening text when speakers speak with varied and unfamiliar accents. Besides, they are not able to comprehend the meanings of words which are not pronounced clearly. Furthermore, they are not able to quickly remember the words or phrases they have just heard. Either in high school or university education process, listening skill was a pain in the necks of the EFL students who participated in the study. Keywords: listening, listening skill, listening problems, listening comprehension.

The Problems and Teacher Strategies to Handle Uncooperative Students in Classes at the Tenth Grade of SMA PGRI 1 Banjarmasin School Year 2017/2018. |151

Abstract

In teaching and learning activity, many problems are faced by teacher, especially the problem of students’ behavior. They may uncooperative in following the learning activity. Those, students in the private school are commonly rather difficult to controls. This research is done in SMA PGRI 1 Banjarmasin. It is a private senior high school. The purpose of this research is to find the problems of uncooperative student’s behavior and to find solution how to handle this problem. It is done by using descriptive qualitative method. The researcher found the problems of uncooperative students from observation and interview. Those problems are some students may constant chattering in class, not listening to the teacher, blunt refusal to do certain activities, inaudible responses, sleeping in class, unwillingness to speak in the target language. Other students may walk in the classroom, play their mobile phone or chat in social media, hit the table, out of the classroom without the permission of the teacher. While others are keep moving in the class, do not bring dictionary while it is becoming agreement/learning contract among teacher and students, playing when the teacher explain about material, bullying, and cheating in test. To face the problems, some strategies are applied by teacher to handle uncooperative students. Those strategies are talk to individual, eye contact, gesture, warn, use activities, asking for attention, give question, sanctions, and make language learning contract. Keywords: classroom management, uncooperative students, teacher strategies

The Teacher Strategies to Handle the Tenth-Grade Students Who Do Not Respond to the Teacher’s Questions at SMAN 12 Banjarmasin School Year 2017/2018 |161

Abstract

Teacher strategies are the way teacher’s approach to the students who are having problems in the learning process. The objective of the research is to find the teacher strategies to handle the tenth-grade students who do not respond to the teacher’s questions at SMAN 12 Banjarmasin School Year 2017/2018. This research is descriptive qualitative research. The instruments used for collecting data are through three observations and one-time interview. After the data was collected, the researcher conducted data condensation, data display, and conclusion drawing and verification to analyze the data. The result of this research shows that there are some teacher strategies to handle the tenth-grade students who do not respond to the teacher’s questions by using mixing native language, building positive teacher student and peer relationship, using humor, using effective pacing, demonstrating intensity and enthusiasm, asking another student, reward. problems that caused they do not respond. Keywords: teacher strategies, respond, teacher’s questions

This study is set as an attempt to explain challenges faced by English teachers in Indonesia in implementing authentic assessment. Authentic assessment is the desired type of assessment in Indonesian current curriculum. It is targeted at the assessment of students’ on going performance during a specific time restraint, usually one semester. Authentic assessment emphasizes the assessment in two criteria – performance and meaningfulness. The teachers are urged to provide tasks that meet the two criteria and transform them into four sub-types of authentic assessment namely performance assessment, project assessment, portfolio assessment, and written assessment. Not only that, teachers also need to make sure that their tasks are made to assess the progress of individual student. Hence, for there are too many things that need to take into consideration, the implementation of authentic assessment is problematic for many English teachers in Indonesia. Through this study, the writer intends to reveal English teachers’ perspective on problems in the implementation of authentic assessment. The data are collected through questionnaires. The respondents of the questionnaires are 40 English teachers teaching in Junior and Senior High Schools. The results of this study are expected to map teachers’ problems on authentic assessment so that the possible solvency can be addressed. Keywords: authentic assessment, perspective, Indonesian context

The Implementation of Piaget, Vygotsky, and Brunner Theories in Teaching English for Young Learners at SDN Kebun Bunga 6 Banjarmasin |199

Abstract

To address three theories in teaching English for young learners (Piaget, Vygotsky, and Brunner), the researchers believe that an effective teaching techniques that pay attention not only to the needs of the young learners but also to their interests are very important. This research reported the implementation of using Piaget, Vygotsky, and Brunner theories in teaching English for young learners at SDN Kebun Bunga 6 Banjarmasin. There were 26 students of the fourth grade, study English at SDN Kebun Bunga 6 Banjarmasin, participated in this research. The data collected by conducting observation in one class of the fourth grade, and written test. Findings revealed that the students got better score after the implementation of those three theories (Piaget, Vygotsky, and Brunner) in the classroom; they were very enthusiastic learned English in the classroom by interacting with the teachers and the peers. Their responses toward this activity were also positive. This research is expected to be beneficial for teachers who are interested in applying those three theories in English classroom, especially for young learners’ classroom. Keywords: the implementation, piaget, vygotsky, brunner, young learners

Code Switching and Code Mixing in the Hosts’ Dialogues of Ayuha Live Karaoke Show in TVRI Kalimantan Selatan. |221

Abstract

Code-switching, a code change in language use is a language phenomenon in bilingual or multilingual societies. This research is about how the code-switching from Banjarese Language to bahasa Indonesia and English is demonstrated in dialogues by the hosts of AYUHA LIVE KARAOKE show in TVRI Kalimantan Selatan. The research focuses on the types of code-switching, and function of code-switching. This research is a descriptive qualitative research. In collecting data, the researcher employed two instruments they are observation and documentations. The observation is seeking the data which contain code mixing selected by the researcher. The documentation is saving and documenting the data which is taken from the observation. The result showed The most dominant types of Code Switching and Code Mixing found in that program is Intra-sentential Code mixing and There are seven reasons of using Code Switching and Code Mixing based on Hoffman theory, they are (1) Talking About Particular Topic, (2) Quoting Somebody Else, (3) Being Emphatic about Something (Express Solidarity), (4) Interjection (Inserting Sentence Fillers or Sentence Connector), (5) Repetition Used for Clarification, (6) Intention of Clarifying the Speech Content for Interlocutor, and (7) Expressing Group Identity. But in this research, the resachers only find two reasons they are, (1) Talking about Particular Topic, (2) Quoting Somebody Else. The suggestions are Since the Code Mixing and Code Switching for example bahasa Indonesia and English, Bahasa Indonesia and Banjarese used in the dialoges of the host, the reseachers suggest the hosts presented by using Banjarese language because this program showed in local television in Kalimantan Selatan, and the audiance is Banjarese people.Code Switching and Code Mixing is unavoidable in daily interaction since most of the Indonesia media communication mix and switch other languages to Indonesia and English to inform the information especially in bilingual/multilingual society, so it is suggested to parents to teach Banjarese language to their children so that they do not forget the way to speak in Banjarese as their mother tongue. the reseacher also suggested for all the readers especially Banjarese People more appreciate with our language , because our mother tongue is Banjarese language. Keywords: code mixing, code switching

A Study in Implementation of High Order Thinking Skill (HOTS) Item in English National Examination: Students’ Perspectives |235

Abstract

Now days, Higher order thinking skills (HOTS) is a critical issue in national examination test item. Higher Order thinking Skills (HOTS) refers to the ability to apply knowledge, skills and values in reasoning, reflection, problem solving, decision making, innovating and creating something new. This is something difficult for teachers, students and school dealing with the implementation as teachers to be skillful in planning learning activities that can inculcate thinking skills among students. This study aims to find out the students’ perceptions of higher order thinking skills test item in English national examination. This is a qualitative case study involving 90 students in government school, private school and private tuition center respectively. Data were collected by using questionnaire only. Data were then categorized to form themes for the study. The focus of the study was students’ perspective, towards HOTS, its application, assessment of HOTS, national examination result and the constraints. The results show that the students are aware and they are applying how to answer HOTS item in their learning process but they still faced some difficulties. Therefore, this study concluded that students must be prepared well by improving their knowledge, competence and readiness which is aimed to ensure quality of English national examination result. Keywords: students’ perspective, evaluation, english national examination, thinking skill

Today, teachers are demanded to be more advanced, more intelligent, understanding the development of the times and emerge the new things. The advances is a movie that has become a spectacle watched by various circles because in addition to having entertainment functions, movie is also able to give such as values of education, economic culture, and so forth. Teachers can take advantages of this situation, by making the film as a learning space for teachers to improve their competence. The writer is interested to choose and analyze deeply about the film of Freedom Writers because the film is inspired from the true story which happened to Erin Gruwell in book of The Freedom Writers Diary published in 1999. Therefore, the objective of this study is to describe the roles of teacher in the film of Freedom Writers. This is a descriptive qualitative. The data was gathered by documentation. The result showed that six roles of teacher which can be found in the film and divided into two parts; (1) the role which focused on self-potential development, consisted of teacher as mediator and demonstrator, and (2) the role which focused on students’ potential development, consisted of teacher as an inspirator, facilitator, motivator, and corrector. Based on the result this film has many good values about how are the roles of educator in creating learning atmosphere to students actively and passionately, which is not oriented on curriculum that is being enforced by the government but can also develop and direct the potential of learners Keywords: teacher, roles of teacher, film as educational media

Using Pictorial Story Book to Improve the Speaking Ability of Students in English of the Fifth Grade Students of MIS Al Jihad Palangka Raya |257

Abstract

This classroom action research is conducted on the fifth grade students of MIS ALJIHAD Palangka Raya 2018/2019 Academic Year, due to problems namely the learning outcomes of English language subjects, especially speaking ability is still low. Through the image media this problem is tried to be improved. The purpose of this study is to improve speaking skills through the use of pictorial story media for grade V students of MIS ALJIHAD Palangka Raya. The procedure of this research is carried out in two cycles of steps in each cycle consisting of four stages: planning, acting, observing and reflecting. In the observation phase, observers and researchers collect data by observing the activities of students and teachers in the learning process through the use of pictorial story media in English lessons. The results showed that when the learning process on active participation indicators in the first cycle 66.42% to 95% in the second cycle increased by 28.58%. The ability of teachers to use pictorial story media 2.02 initial conditions in the criteria is good enough to be 3.02 in the first cycle and to be 3.42 in the very good criteria in the second cycle. Student learning outcomes in the final presentation test is students complete learning in the initial condition 12.50% to 50% in cycle I and increased to 95% in cycle II. The average value is also increased from 57.50 in the initial conditions to 66.25 in the first cycle and in the second cycle to 76.50. Keywords: Image media, Speaking, improved speaking

This study focuses on the effect of storytelling technique in developing students’ speaking ability. Quasi-experimental design is used which involving two groups of students. The data are obtained from tests, questionnaires, and interviews. The result of this study shows that the story telling technique develop students’ speaking ability as there is a significant difference between the post-test scores of students in experimental and control groups. Overall, students’ attitudes toward the implementation of the technique are positive because they enjoy the learning process. All in all, the study shows that storytelling technique is worth implementing by teachers in their classrooms. Keywords: speaking, storytelling, teaching technique